Simulations, Animations, and Tutorials

Simulations are a great way to learn about physical science! Click Here for Simulations.
Tutorials teach you a concept using animations and examples. Click Here of Tutorials.
Animations are models that help us visualize a science concept. Click Here for Animations.

Formative Assessment

When students are using the computers to learn new concepts it is important to have a way to check their learning.

• Worksheet - Students can complete a directed reading worksheet as they work through the website. Design the worksheet so that it can later serve as a review sheet.
• 3-2-1 Summary
• Think-Pair-Share
• Word document - Students can type their own notes on a word document as they complete the activity. Ask the students to keep track of the new information that they find interesting, important facts that they'd like to remember, or questions that come up as they are working.
• Application Questions - Create a few questions about a new situation that require the students to creatively apply the information they learn in the computer activity.
• Write a summary of the simulation or animation from the perspective of ...a proton, a water molecule on the block of ice, the skateboarder.
• Create a graph or table - When running a simulation, students can record the data from their trials in a table or graph. The follow up activity can be to analyze the data in groups or with the class.
• Write a dialog between two scientists or historical figures that summarizes or explains the activity.

Creating Your Own Tutorials

Teacher and students can create tutorials that can be used as reviews before a test or to instruct students who were absent from a class.

• PowerPoint tutorial
• Posting lesson notes online
• Web Quest
• Podcast
• Voice Thread

Benefits

The unanticipated outcomes of working with computer simulations and tutorials are always surprising.

• Better opportunity for one on one discussion with the students. As they work, the teacher can walk around the room, see what each student is currently working on. Then the teacher can initiate a discussion to encourage the student's imagination, address her questions, or point out additional information that might interest that student.
• With the freedom to explore, students often stumble onto material that they are curious about but was not part of the lesson. They are often more drawn to the insights they gain in these side lessons than to those that you intended for them to reach. Discovery can be a very personal and rewarding experience when it is self initiated.

Differentiating Instruction

Rick Wormeli outlined several essential features of differentiated instruction.

1. Early and Frequent Evaluations of Students' Understanding
2. Adjusting the Complexity or Range of Assignments
3. Orchestrating the Learning Experience
4. Varying Instructional Approaches over Time
5. Differentiating Content and Skills, Process and Products

Workshop Plan

Objectives:

1. Participants will be able to list reasons why it is important to differentiate instruction, assessment and learning experiences in their classrooms.
   
2. They will assess the value of computer simulations, animations, tutorials and games in creating differentiated learning experiences and assessments, and they will develop a model for planning using computer activities.

Lessons Assessments:

1. Analyze the effect of using a computer activity on learning, motivation, and emotional experience.
2. Work through the problem of finding computer materials that relate to a topic of study in their curricular areas.
   
3. Organize a lesson using computer activities that includes objectives, formative assessments, learning experiences and summative assessment that are differentiated for different learning styles or multiple intelligences.

Learning Experiences

• Inviting Activity

1. Differentiation Toolbox

• Setting The Context

1. What kinds of things motivate a teacher to begin using D.I.?
2. What were some of your first attempts at D.I.? Compare the successful attempts with the unsuccessful attempts.
   
3. How do you currently use D.I. in your classroom practice?
   

• Group Participants by readiness
  

http://tech4di.wikispaces.com/Grouping+Card

1. Explorers Group - Answer "no" to the question below.
2. Miners Group - Answers Yes to Prompt 1
3. Contributers Group - Answers Yes to Prompt 2

Prompt 1: I am familiar with Differentiated Instruction.

I understand what it is and I have heard of a few D.I. strategies.

Prompt 2: I am experienced using Differentiated Instruction.

I have successfully implemented several specific D.I. strategies in the classroom.

• Hands-On 1: Websites/Articles about D.I.
  

1. Introduction to D.I.
2. Using technology to D.I.
   
3. Using high impact technology

• Hands-On 2: Trying a few computer activities.

1. Tutorial - Practice My English http://studymyenglish.com/student_improvingSentences.aspx
   
2. Animation/Simulation - Leonardo Game http://www.alifetimeofcolor.com/play/leonardo/index.html
   
3. Game - Math Basketball

• Why use technology?
  

1. Choose from a list of words. Individual, Pace, Relaxed Pace, Freedom, Unique experience, Discovery, Value, Exciting, Fun, Entertaining, Infinite Possibility, Hope, Potential, Movement, Active Role, Generate, Mystery, Drawn In, Challenge, Information, Pride, Importance, Curiosity, Self Evaluation
   
2. Mystery Boxes - The Computer is like a mystery box to kids. What you think you're getting, and what you're really getting. Imagination - only when something is left out. The blank page is a mystery box. Classroom Practice - presents students with mystery boxes
   
3. Article on Motivation - [[http://members.shaw.ca/priscillatheroux/motivation.html%3C/span%3E%3C/span%3E%3C/span|http://members.shaw.ca/priscillatheroux/motivation.html</span]]>
4. Article on effect of computers on low achieving students [[http://www.ed.gov/pubs/EdReformStudies/EdTech/effectsstudents.html#increased%3C/span%3E%3C/span%3E%3C/span|http://www.ed.gov/pubs/EdReformStudies/EdTech/effectsstudents.html#increased</span]]>
5. 
   

• Hands-On 2: Searching for computer activities to use in class.

1. Explore some pre-found resources
   
2. Find your own resources
3. Organize your activities and begin finding ways to differentiate.
   

• Developing ways to use technology to differentiate instruction, assessment, and learning experiences.

1. Rick Wormeli's lesson plan structure.
2. Classroom practice provides the structure in which learning can take place.
3. Anchor activity and small group activities.